What’s golden?

DAY 3

Agenda

Evolving Norms for this PD• We will be ready for class and use our class time effectively. • We will keep our focus on learning and use technology for personal

reasons during breaks. • We will be respectful of each other’s time and space and work

efficiently. • We will actively participate by (a) listening to each other, (b) giving

others our attention, (c) not speaking when someone else is talking, and (d) regularly sharing our ideas in class.

• If we disagree with someone or are unclear, we will ask a question about his or her idea and describe why we disagree or are confused.

• We will ask questions when we do not understand something. We will comment on others’ ideas rather than the person.

Evolving Norms for this PD• We will take advantage of opportunities to share ideas

and gather feedback through presentations. • We will encourage one another to share ideas. • We will show our appreciation to one another for their

ideas. • If we disagree with someone or are unclear about their ideas related to

mathematics content and pedagogy, we will ask a question about his or her idea and describe why we disagree or are confused.

• We will ask questions when we do not understand something about mathematics content and pedagogy.

• We will comment on others’ ideas about mathematics content and pedagogy rather than the person.

Evolving Norms for this PD• We will always look for another approach to solve

problems. • We will use pictures, graphs, tables, symbols, numbers,

manipulatives, and/or words to assist us while doing mathematics.

• We will persist with every problem and examine it from multiple perspectives.

• We will be mathematically precise whenever possible.• We will explain and justify our ideas in a way that

everyone can understand.

Morning Jumpstart

TTLP, UDL, and RTI

• In Table groups, review the Thinking Through Lessons Protocol.

• What are the key questions you need to consider in each Part?– Part 1: Selecting and Setting up a Mathematical Task– Part 2: Supporting Students’ Exploration of the Task– Part 3: Sharing and Discussing the Task

How does this protocol help you to support all learners in your class?

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Response to Intervention

Academic Systems Behavioral Systems

Goals of RTI?• Ensure all students receive rich learning

experiences every year, in every setting• Enable schools to flexibly use resources in

ways that help every child be successful• Prevent minor problems from

becoming/looking like a disability– Universal Intervention

• reduce the number of new cases of a disability– Targeted Interventions

• eliminate or counteract the effects of risk factors

– Intensive Individualized Interventions• prevent the effects of a disability from worsening

So then what is UDL?Universal Design for Learning (UDL) is based in the principles of Universal Design

Translating Universal Design to Learning Environments

• UDL is a set of principles for curriculum development that gives all individuals equal opportunities to learn

• “UDL at a Glance” video (4:38 min)– http://www.udlcenter.org/aboutudl/whatisudl/

conceptofudl

UDL perspective on curriculum• Goals

– Knowledge, concepts, and skills all students should master– Aligned with the standards

• Methods– Instructional decisions, approaches, procedures, and routines– Application of evidence-based methods– Differentiate those methods according to goals

• Materials– Media used by teacher to present content– Media used by learner to present knowledge

• Assessment– Process of gathering information about learners’ performance

Principles of UDL• The Three Principles video (6:36)

– http://www.udlcenter.org/aboutudl/whatisudl/3principles

• Ultimate goal = mastery of the learning process– Turn novice learners into expert learners

• UDL helps teachers design curricula that meets the needs of all learners from the start

• Each principle divided into guidelines to assist teachers– Reduce barriers– Optimize challenge and support

UDL Guidelines Structure (3:45)http://www.udlcenter.org/aboutudl/udlguidelines/aboutrepresentation

Examine the UDL Guidelines • JIGSAW Activity

1. Identify JIGSAW groups and assign sections• Handout or go to

http://www.udlcenter.org/aboutudl/udlguidelines

2. Read your assigned section (15 minutes)• Look for…

3. Meet with you EXPERT group (15 minutes)• Verify information• Choose a way to present to JIGSAW groups

4. Meet with your JIGSAW group (15 minutes)• Present your assigned section• Each individual must be prepared for a quiz

Quiz on UDL Guidelines

How can UDL address barriers in the curriculum?

• Goals– Does the goal require one form of student expression?

• Materials– Do materials create barriers for some students?

• Methods– Do methods encourage passive acquisition of content?

• Assessment– Does the assessment limit students’ expression of

understanding

How do Materials create Barriers?• Text-based Materials (e.g., textbook, handout) require

students to– See and process visual information– decode and comprehend written text

• Audio-based Materials (e.g., lectures, video) require students to– Hear and process auditory information– Identify key points– Be physically/cognitively able to take notes

• Image/graphic-based materials (e.g., video, handouts) require students to– See and process visual information

What Methods support UDL?• Representation

– Build or Activate Background Knowledge– Provide multiple examples– Present using multiple media and formats– Highlight important information

• Action and Expression– Model skills in a variety of ways– Practice with scaffolds– Provide corrective feedback– Allow alternatives for expression of learning

• Engagement– Offer choices of content and tools– Provide adjustable levels of challenge– Utilize flexible grouping– Allow students to choose from a variety of reinforcers

Adapting Good Lessons for UDL?Go to http://www.nctm.org/Classroom-Resources/Lessons/

Look at: Learn the GameGraphical Representations for Number of Hits

Lesson Design • Work in grade-level teams to plan a set of lessons

that everyone can use. • Think about:

– Who is focusing on what SP content standards?– How will all 8 SMPs be addressed across the group’s

lessons? – What TTLP questions will you (individually) focus on?– How will students be assessed? (This doesn’t have to be

formal!)

Lunch

Launch after lunch: JUMP!?!?

Building heights• As you engage in this task, think about:

– How are the instructor(s) are promoting a learning experience promoting equity?

– How did the instructor(s) use a RTI and UDL to promote instruction that reaches a variety of learners at different levels?

Synthesizing from Equity1. Examining our lesson as a mathematics teacher2. Reflecting on your engagement as a mathematics

student

Reflecting on SMCs and SMPs• Share across your table with different SMPs and

SMCs addressed by today’s activities. – Be purposeful indicating what specific behaviors or

habits led you to conclude that you engaged in a specific SMP.

– Similarly, what did the instructor(s) do to encourage/foster/facilitate that SMP?

Take Care• Please complete the assessment and give it to one

of the instructors. • You may leave personal items in the room (e.g.,

books, calculators, and notebooks).• Please help us keep the room in order by throwing

away any trash and tidying your area. • Bring snacks, drinks, and/or other food to share! • See you tomorrow and travel safely!